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"FOR I KNOW THE PLANS I HAVE FOR YOU," declares the Lord "plans to prosper you and not to harm you, plans to give you a hope and a future" Jeremiah 29:11 Training For Christ Ministry (TFC) is committed to providing vocational, educational and spiritual mentoring for Guatemalan impoverished youth, regardless of their religion or gender. Our scholarship vocational training provides an opportunity for Guatemalan youth, that reside in remote underserved villages/hamlets, to learn a trade and thereby be a financially contributing member of their family and community. Training For Christ partners with local Christian Pastors (international churches located in students village) who provide each student with weekly spiritual mentoring and bible study. It is our hope and prayer that each student recognizes the gift God has given them and that each student develops a relationship with the Lord and become more Christ like in their earthly relationships and walk. Our students live in a Drug Cartel venue where there is no future hope or dreams other than drug trafficking, prostitution, human trafficking and gangs. In a nut shell, TFC provides an economic and spiritual alternative to illegal criminal activity that has had such a devastating impact on the poor and uneducated youth in Guatemala. Most families, if they can find work, earn less than 4 dollars a day...Travel cost to school city center costs $4.32 a day for each student - 3 buses each way. Is it no wonder that education beyond 5th grade is unobtainable for the impoverished youth in remote village areas far from city centers. Guatemala does have first rate private vocational schools located in city centers. However transportation is unaffordable and schools are usually 1 1/2 hours away. Tuition, uniforms, tools and supplies prevent any thought of obtaining a vocational education, even if transportation cost wasn't an issue. TFC makes it possible in an otherwise impossible situation. Our average program cost per child is approximately $1,800. Of this amount half the cost is for transportation. Course usually are two weekend days per week - auto mechanic is two years full time and cost $3,000 over two years. Courses offered range from sewing, cooking, baking, computer/phone repair, welding, auto mechanic, motorcycle repair, auto body shop, hair dressing, etc. Our students leave home at 5 AM and return at 7:30 PM...they are devoted and steadfast in their desire to learn. With the Lords continued blessings TFC will grow its list of graduates. It is our calling to be as flexible as one can be in meeting each students individual needs and that of their Family. Often, when a child goes to school it reduces the total family income, and in some cases prevents a child from attending school. TFC will supplement the family income when a child is attending school. TFC plans to build an all purpose building in the youths home village to provide family support, be it a nursery, parenting class, adult vocational training, etc. With God's blessings TFC will be successful with all the praise to the Lord. TFC is just one of many of the Lord's tools for the kingdom of God.

Real School in Goris is founded to create an informal education in Goris which will give the students the opportunity to get both theoretical and practical knowledge and skills, which will be enough to enter the job market easier. Our main goal is to create a techno-park based on that educational platform. To reach this goal, we took the Real School concept and programs and we are implementing the school in Goris as a separate institution. The main mission is like the Real School mission, which can be found below: The REAL SCHOOL is providing its graduates with knowledge (theoretical and practical) and skills (professional, personal and social) to succeed in high-tech innovative industry. REAL SCHOOL is a four year collage level program that combines liberal arts in-class education and vocational off-site trainings in R&D organizations, resulting in a level of knowledge comparable to today's Bachelor level graduates of Armenian universities combined with practical skills and CV of a 1-year junior developer in modern IT/High-tech company. The main difference from classical Bachelors program is targeting professional career in the industry, rather than academic career. However it doesn't mean that the applicants are low-level technicians. Modern high-tech industry requires everyday effort in self-education (lifelong learning) due to constantly changing technologies, innovation, new fields, spheres, opportunities. The modern life is not divided into "learn" and "work" segments anymore, but is combining the work & learning process till the last day of the professional career. As a consequence, the classical approach to education (learn only) and to professional career (work only) is failing in XXI century. Our vision of XXI century high-tech organization is a combination of Research, Production and Education formats. An organization that lacks any one of these 3 components, will loose in competition to those who are doing their own innovation, that is close to their own production, and are educating their own staff by maintaining the internship logistics. Our mission is to implement such program in partnership with IT organizations in neighborhood of each RealSchool site. It includes expansion to rural areas of developing countries, helping local industry to upgrade to meet the challenges of innovative high-tech economy. The liberal arts program is following classical approach to education of a "free citizen" of a republic, i.e. provide understanding of the structure of the world, universe, civilization, economy, which is sufficient for the person to discover their mission for their life or at least for the next 7-12 years, and to develop their skills and knowledge towards fulfillment of that mission. The liberal arts program itself is built in a project-based approach. The projects used in this section of the curriculum are also real-life projects, i.e. they are not invented by professors for educational purposes but are chosen from the infrastructure projects and issues faced by the region/country/world. Examples of such projects for I and II grade students include: 1) Forest recovery, in cooperation with the Armenian Forestry Committee. Green industry projects. Reuse of materials. Effective ovens development. Effective usage of forests/wood in the industry and household. Biodegradable materials development and use in the small scale high-end production. 2) Study of ancient Armenian literature, classical Armenian language, terminology, in cooperation with prominent researchers in the field. Creation of fonts, spell-checkers, translators for modern dialects (western/eastern) of Armenian and classical Armenian. Localization of the GNU SW (Firefox, Thunderbird, OpenOffice, Xfce4, Gimp, Inkscape, etc). 3) Study of ancient musical notation systems and body movement (dance) notation systems, development of SW for musical and ethnographic studies, in cooperation with researches from Armenian Conservatory, institute of Komitas and Armenian song and dance academy. 4) Study of environmental health control and monitoring, development of measurement kits for air, water, soil and ether (electromagnetic) pollution, performance of the measurements and publication/awareness promotion projects 5) Study of information management systems, information security challenges, development of national standards for information age, upgrade of national institutions, ministries to reduce paperwork and use modern IT solutions 6) Study of macroeconomic and microeconomic field, legislation. Development of promotion programs and lobbying for making legislation more friendly towards innovation, startup, family-business and small/medium enterprises. 7) Study of pedagogical and epistemological issues in high-tech post-modern reality, development of extracurricular and curricular studies for middle-school and high-school students. Support and further development of Armath curriculum, in cooperation with original authors of Armath curicula. Augmenting Armath with radio-frequency, electronics, mechatronics and biochemical kits. In the fields of pedagogy and epistemology - the mission is to reconsider foundations of personal training, establishment, attachment and feeling of heartbeat of the civilization, world, universe for a modern human being. From our perspective the history of the epistemology and thought is split into segments of before XIV century (primarily descriptive science), followed by the birth of analytical methods and decomposition, until hitting the ground (subatom, genome, lexical elements) in the mid XX century, and starting the third phase - the age of synthetic science (syntetic materials, synthetic life forms, synthetic languages). At the same time this switch from analytical to synthetical coincided with demographic supernova burst: for ages the population on earth was < 1B, and in XX it jumped to 7B and continues growing. As in the case of supernova - and in general - any bifurcation point - it is hard to predict what will be the next state: the dwarf, black hole, or new star. It is easier to choose desired outcome and invest resources in achieving that outcome, rather than investing in analytical efforts to predict the outcome. Fundamental reconsideration of human beings attitude towards self, towards their planet, their civilization and the universe is due to protect new generation from storm of information they are facing from their birth time, and give them instruments to categorize, prioritize and filter that information, in order to extract the core values, build goals and obtain attachment to life that was "given" in in the past to a person by the life style, and now has became a major problem for new generation, which has hard time finding challenges outside the virtual world of social networks and network games. Parents cannot solve this problem alone. The system needs to be built by the state to help them. Our goal is to provide B2G consulting and active participation in building the new formats and curricula for different age groups. Our consortium has created the Armath program under this mission, is building the Real School program, and has started building the Academic Research Hub for the academic (fundamental research) field as well. Among these, the RealSchool in mid-term has the highest impact on our future.

Despite our prosperity, Australia's education system is one of the most inequitable in the developed world. The postcode you're born in can radically impact your future, determining the type of education you get to access. And without a quality education, our young people get left behind - set up for lives of disadvantage instead of lives of opportunity. It's not their choice; and it isn't their fault. Right now, the education sector across Australia is facing immense and urgent challenges. Young people are grappling with a system that struggles to support them to achieve their potential. Overburdened teachers are leaving the profession in droves, and there's fewer new graduates taking their place. Schools are under-resourced with the specialists they need to deliver a quality education for their students. The gap in outcomes between the most-advantaged and least-advantaged communities is already deep - and still growing. Our most marginalised and vulnerable students are being left behind. But together, we can do something about it. Established in 2009, Teach For Australia's vision is an Australia where education gives all children, regardless of background, greater choice for their future: and the ability to pursue the life opportunities they deserve. Research tells us quality teaching and leadership are major factors in making this happen. Improving teacher quality offers the greatest policy strategy to positively impact the educational outcomes of students. And school leadership is second only to teaching among all school-related factors that contribute to student learning. Raising students' achievement and driving equity into the education system depends on the effectiveness of teachers. So we're growing a community of leaders committed to equity for children by recruiting and developing exceptional people to teach and lead across the country. - We rigorously recruit high-calibre people from all walks of life to join our flagship Leadership Development Program; a unique two-year placement opportunity that sees successful candidates (known as 'Associates') work hands-on in secondary schools while studying their Masters in Education - We train and support them to become exceptional teachers who can give students the knowledge, skills and confidence to realise their potential. Associates work in the schools that need them the most: we partner exclusively with schools serving low socioeconomic communities. More than half of our partner schools are in regional, rural or remote communities. As subject specialists, Associates fill real vacancies in hard-to-staff positions; particularly in the critically in-demand science, technology, engineering and maths learning areas. We recognise quality teaching is only part of the picture - so we also invest in developing and supporting quality leadership as we seek to disrupt the status quo. - We energise and challenge our people to become agents of change against educational inequity; empowered to drive long-term transformational reform and innovation in education. We've established a pipeline of future leaders, with half of our teaching Alumni taking on formal school leadership roles. They're creating change not just as year-level coordinators, curriculum designers, subject leads and instructional coaches, but through school executive and principal-class positions. - Through our Teach To Lead and Future Leaders Program initiatives, we've helped more than 200 emerging school leaders build on their experience and insight as educators and grow into invaluable leaders who can raise school and student outcomes. In our first fourteen years we've supported hundreds of schools and thousands of vulnerable students - but we know there's so much more to do. We're determined to reach and teach 2 million Australian students by 2030. Our goals are ambitious but clear. By 2030, with the help of our partners and supporters, we aim to: - Reach and teach up to 2 million Australian students - Place and support 4,000 new teachers - Develop innovative solutions for the system - Grow the business behind our programs

Early childhood education. Inclusion. Diversity: FortSchritt is an independent, non-profit organisation for holistic childcare in integrative day nurserys, kindergartens and daycare centres. In our conductive curative education day care centers we provide holistic, loving and individual support for children and young people with disabilities using the method of conductive education according to Dr. Andras Peto. Our mobile specialist service visits people of all ages and institutions on site and offers them psychological and therapeutic help. The focus of our holistic work is always the human being in his uniqueness. Main areas of activity: The FortSchritt-Konduktives Forderzentrum gGmbH was founded in 2001. It is responsible for 36 day nurserys, kindergartens, children's homes, forest playgroups, curative day care centres and after-school care centres for children with and without disabilities. In addition to the day care centres, FortSchritt gGmbH offers day care and large day care centres for children, a baby cafe, a transport service and interdisciplinary, mobile specialist services for parents, children, educators and employees. The facilities of FortSchritt gGmbH are represented in 6 Upper Bavarian administrative districts and the state capital Munich. At present we care for about 1,400 children with about 400 employees. All FortSchritt support services are holistic and inclusive! The personal development of each child and social justice are in the foreground. Therefore, FortSchritt welcomes all children, regardless of which social, religious and national group they belong to. Thus the facilities of the gGmbH form a differentiated, multi-layered, educational and social learning environment. In order to enable optimal support beyond the regular financing, we are dependent on monetary donations and donations in kind. Mission statement FortSchritt gGmbH - step by step to independence Preamble: This mission statement is the result of more than 20 years of lived experience in pedagogical dealing with children, teenagers and young adults. It offers orientation, reminds us of common goals and values and encourages us to think further. 1. The children, teenagers and young adults entrusted to us are at the centre of all our ideas, concepts and measures. We are passionately committed to their well-being and their best possible development and strive to work professionally and successfully every day. 2. We see our work as a diverse range of pedagogical offers, which should enable the optimal compatibility of family and career. We rely on our experience, skills and strengths. 3. FortSchritt has a unique history: We have established the conductive education to Peto in Germany. This tradition is very important to us. At the same time, we integrate various pedagogical approaches into our work and are constantly developing further. 4. The aspects presented under Mission, Vision and Values have emerged from joint workshops and meetings. They are not immutable, they have to prove themselves in practical work every day. 5. This mission statement should therefore be tested in practice and further developed: Share your experiences with the other employees of FortSchritt! At leitbild@fortschritt-bayern.de we are happy to take up your experiences, ideas and suggestions and publish them regularly. Mission: In cooperation with the parents, we seek to educate the children, teenagers and young adults entrusted to us to become responsible, compassionate and independent personalities - always in partnership and at eye level. 1. FortSchritt enables individual support: Through our diverse range of services we create the conditions to accept each child as it is: unique and free in its decisions. Our roots lie in the conductive education according to Peto, in addition we take up different pedagogical approaches such as Frobel's teaching, reggio pedagogy or forest pedagogy. This diversity allows us to address individual offers to the individual. The conception of our facilities and the interdisciplinary qualification of our teams reflect this diversity. 2. Joy, security and acceptance with FortSchritt: Children, teenagers and young adults feel completely at home with us, have fun and enjoy themselves. They should keep the time at FortSchritt as a valuable memory. This includes creating an atmosphere of security and acceptance; a protected space in which those entrusted to us can develop and try things out. 3. Our goal: Step by step to independence: We accompany the children, teenagers and young adults individually and step by step on their way to independence and support their strengths. "I can do it!": We make sure that the challenges they face are manageable and that their sense of self-efficacy is strengthened. This also includes setting clear boundaries. Many small steps create a sense of achievement that motivates you to continue. 4. We promote a positive self-esteem: Children, adolescents and young adults should develop at FortSchritt to become self-confident and responsible citizens of society. They learn to be aware of their own needs, to trust their own strengths and to develop skills. This also means taking responsibility for their own actions and standing up for common values. Everyone can achieve something and be proud of it: positive feelings strengthen self-esteem. 5. Inclusion and social competence in all facets: In addition to personal development, the promotion of social skills in all its facets is central to FortSchritt. At the core of this competence is the insight: "It is normal to be different." For us, inclusion refers not only to different physical constitutions or mental abilities, but also to gender, nationality, culture and language. The focus is on support oriented to the individual child and learning from and with each other. FortSchritt creates a space for friendships, for trust and reliable action. Vision: We advocate an open, empathic society in which inclusion is not just a buzzword, but an attitude to life. We take responsibility for this: with our theoretical and practical expertise and our special pedagogical skills, we want to advise parents, communities and other institutions and stimulate social change. 1. Higher social and political appreciation of extracurricular education: In our view, extracurricular education should be given the same importance as school education. This will create better overall conditions in the areas of education, training and support. FortSchritt is committed to a concrete improvement of the working conditions of our pedagogical teams. In addition to higher remuneration, this includes the optimisation of training and further education opportunities. The time for preparation and follow-up work, professional exchange and networking should not be considered a voluntary additional benefit, but a fixed part of regular working hours. 2. Inclusion is more than consideration: Our goal is a society in which inclusion is a matter of course in all respects. This means that not only individual social institutions work on inclusion, but that broad social and political acceptance is achieved. FortSchritt consciously counters social exclusion: We reject the division of people into certain categories such as nationals/foreigners; handicapped/non-handicapped. 3. Living diversity: also in our teams: Against the background of a changing society and increasing demands in the field of extracurricular education, training and support, we want to develop culturally, linguistically and professionally diverse team structures. In order to meet these requirements, we would like to offer our employees a wide range of training and further education. 4. FortSchritt as consultant, supporter and multiplier: We would like to pass on our special curative education and psychological knowledge and our expertise in the areas of management, administration and organization. Parents, representatives of local authorities and other institutions should receive information and support from us in an uncomplicated way in the form of counselling, coaching and further training. Values: The values formulated here give orientation to our thoughts and actions - and they serve as a benchmark in dealing with the children and young people entrusted to us. This also applies to our dealings with parents and all those with whom we work in partnership. The values have proven their worth in the more than 20 years of our existence - and should continue to serve as a guideline for the future. 1. Humanistic, positive image of man: Human dignity, the recognition of the equality of all people and respect for each individual are the basis for our actions. 2. Appreciation: We meet people empathically and at eye level. Our friendliness is expressed in our language and in our actions. Politeness and appropriate manners are therefore a matter of course for us. 3. Respect: We treat ourselves and others with recognition and respect. For us, respect means not only tolerance of other values and lifestyles, but also their acceptance. 4. Trust: A trustful cooperation is the basis of all our relationships. The trust we place in each other creates security and reliability. 5. Fairness: For us, fairness means more than acting in accordance with the rules: Fairness also means decency and honesty in dealing with each other. 6. Together: We achieve our goals through team spirit, cooperation and a strong sense of community. We want to actively set an example against egoism and create a sense of we.

ENVIRO CRIME SOLUTIONS is primarily involved in the protection and conservation of Rhino in Africa. Our entire existence is based on saving rhino which is on the IUCN list of threatened species (White Rhino) and the IUCN Endangered species list (Black Rhino) RHINO POACHING FORENSICS The basic principles of a poaching scene is exactly the same as any other crime scene with the exception of course that the "victim" is a 2.5 ton animal. Enviro Crime Solutions specifically specializes in the gathering of forensic evidence on rhino poaching scenes. (although we often are involved in other poaching incidents such as pangolin and abalone poaching.) THE OBJECTIVES AND GOALS OF FORENSIC INVESTIGATIONS Processing the crime scene for evidence gathering. Gathering criminal evidence such as fingerprints and human DNA Determining the time & way the animal died Building criminal cases against individuals or possibly syndicates Gathering rhino DNA thru the RhODIS system. Linking cases to other investigations. (Intelligence Mapping) THE BASICS OF A FORENSIC INVESTIGATION The easiest way to describe a forensic investigation into poaching is to refer to the popular TV series CSI. With one or two rather big exceptions. When a rhino is poached the most common scenario happens as follows 1. Ranger patrols will find the carcass and in many cases give pursuit of the suspects. 2. Regardless of whether a suspect is arrested the forensic team will "process" the crime scene. 3. All forensic evidence and material will be categorized and handed to the investigating officer who will add it to the evidence as part of the case file (docket). 4. The rhino DNA will be taken and processed into the RhODIS rhino DNA database. PROJECT LOCATION The primary area of our work is the south Eastern Part of South Africa in and around the Kruger National Park which hosts 75% of the rhino population of the world. We do on occasion work in areas away from the park but this is dictated on needs basis where other law enforcement is not available. YOUTH CONSERVATION EDUCATION At ENVIRO CRIME SOLUTIONS we realize that the battle that we are in for the protection of rhino is a long term one. It is critical that a next generation of conservationists can continue the battle one day when we are not there anymore. With this in mind we devised an education structure by which we could target individual learners who have shown a previous disposition and hunger for natural sciences and conservation. The aims of our programs are not only to show these learners their natural heritage but to work with them in a long term relationship whereby they can have access to practical experience which in normal circumstances they would never have been able to experience. This means that we target fewer learners but the ones that we do assist gets assistance over an extended period of time and hopefully later on access to bursaries and education program where they can study conservation at a tertiary level. The entire aim of the program is holistic in nature and strives to assist learners up to the level where they are qualified to be good conservationists. OBJECTIVES AND METHODOLOGY OF OUR EDUCATION PROGRAMS Targeted approach with a view to continuous support Exposing learner to opportunities that otherwise would have been impossible to get Target disadvantaged communities / learners Learners must be from communities around the parks Assist learners with possible scholarships or educational assistance We believe that our approach will make a difference to the lives of those that we try to help. We look for a passion in the students that we take into our care. It is that passion that drives us at Enviro Crime Solutions and we want to work with people that have the same passion. Conservation is not just a job. It is in your heart and we search for those that have that same passion. PROJECT LOCATION & BENEFICIARIES Our education programs focus specifically on the youth around the Kruger National Park. The area is specific problems in socio economic status and inequality with little or no access to tertiary education and/or opportunities to these. PROJECT RESULTS / IMPACT It is no secret that we are in the fight of our lives to safe rhino. The work that ENVIRO CRIME SOLUTIONS does is different in that it is almost exclusively reactive in nature. Although it is different from the traditional conservation methods and practice it still fulfills a critical role in the overall rhino protection plan. ENVIRO CRIME SOLUTIONS has attended to more than 400 poaching scenes. This equates to 400 + rhino DNA entered into the RhODIS DNA system and a host of successful convictions of poachers due to the evidence that was gathered by our staff. We have educated more than 2500 school children on rhino poaching and the value of having rhino and the natural heritage that they stand for. Our work is often reactive but nonetheless critical. For as long as there is poaching we will be continuing the fight against poaching. Our work never stops which and it is very hard to quantify our impact in terms of animals saved and the overall impact on rhino number. What we do know is that without our work the damage to rhino populations would be catastrophic. WHAT THE FUTURE HOLDS It is no secret that we are in the fight of our lives to save rhino. The work that ENVIRO CRIME SOLUTIONS does is different in that it is almost exclusively reactive in nature. We know that our work is most likely never going to stop. This is not work that has a start and end date in the traditional conservation methodology. We are fully aware of the current situation and we believe that this is one of the aspects that sets us apart. WE WILL NEVER STOP. We are an incredibly dedicated people with willpower and tenacity like few others. Regardless of the incredible difficult and often disheartening situations that we find ourselves in we believe that we play a critical role in the fight against rhino poaching. Our lives are built around this and we sacrifice a tremendous amount to do what we do. We do all we can to do more and more. Having the support of others will enable us to do even more. COMMUNICATION & PUBLIC AWARENESS We visit schools as part of our education programs and ensure that there is ample publicity for our work. We actively visit companies and other institutions and raise awareness of our work and the plight of rhino (See example of letter of recommendation from WCEC) We host classes at Universities - Specifically Forensics, Nature Sciences and Tourism We host several corporate Initiatives where we show corporate entities how they can get involved in saving rhino

Our mission is to empower women, girls and their community through access to quality education so that they can exit poverty for good. We recognise the intrinsic dignity of every human being as the basis of their human rights and freedom at each stage of their lives. Each person has the right to be respected and empowered to make informed decisions about their own lives and to give that same respect to those around them.

The aims of PeaceJam UK shall be to advance the education of young people in the subject of peace making by inspiring and empowering them to take positive action as champions for peace and human rights for all.

Promoting social welfare and human rights for the next generation. The organization activities are organized for the purposes of fighting the injustice of human trafficking, caring for orphans and other vulnerable children, poverty reduction, environment protection, addressing Diseases such as HIV, Covid- 19, Malnutrition and tropical neglected conditions in the community and other activities in service of the public interest

To develop rural Community capacity to access better social services like health care services, Provision of water, food security, Education, human rights, Entrepreneurial skills and financial discipline to the rural communities of Uganda.

To provide children, adolescents and their families who are in vulnerable situations and extreme poverty, with an alternative of integral human development that permits them to acquire the necessary competencies to be able to overcome their condition and be the promoters of a more just and a more human society.

The Alawite Islamic Charitable Association AICA, a non-profit non-governmental organization located mainly in Jabal Mohsen - Tripoli and Akkar, registered under the decree No. 4500/1950 , was founded in 1950 in order to claim the rights of the Alawite Muslim community through development and social projects as well as Health care and medical services. Its projects and activities aim to mitigate all forms of discrimination towards civil Rights access (medical, health, education, work opportunities, or any other additional required support), raise individual and collective awareness, mainstream protection and disseminate risks prevention. The intervention strategy consists on holistic and sustainable community development, Advocacy and Peace Building, education and training, primary health care and medical services, religious services. Since 1950, AICA has created several institutions in order to ensure specific programs/activities responding to Alawite community and individuals' needs, such as: Alzahraa Medical Dispensary House of Wisdom Center The Social Hall Alduha School Mosque of Imam Ali bin Abi Talib (AS) Mosque of Lady Fatima Alzahra (AS) VISION AICA ensures equity and access to Human Rights for vulnerable individuals and communities with facing any kind of discrimination, as for the Alawite Islamic Communities. AICA intends encouraging community development, through access to Rights/education, health, protection and economic empowerment from apart, and from another part, facilitating Psycho-social Support and Peace-building through Sport, art and different community initiatives. MISSION In reference to values and principles of Imam Ali (AS), AICA develops a humanitarian emergency response action, development and benevolence, targeting the whole community through adopting an integrated global ecosystem approach based on Rights (health care services, social awareness, cultural and educational services via its primary health care center, its schools, PSS center, Wisdom House/ Beit EL Hekme) and all its Alawite religious institutions), based on needs of vulnerable communities. MAIN GOAL AICA intends leading a global networking through faith in potentials, reinforcing positive social values, resources management, creating opportunities, strategic partnerships and community development. VALUES Based mainly on Imam Ali (AS) values, then with referring to Human Rights Declaration Charter and Social Work basis, AICA Chosen basic values related to Development in general, and specifically for its intervention, such as: Collaboration Giving Humanity Human Dignity Social Justice Partnership Sustainability Identity Peaceful Life Values COMPONENTS OF ACTION Alzahraa Medical Dispensary as a primary health care center ensuring a number of doctors, providing health care services and workers in a safe, effective and proper performance and quality, equally to all beneficiaries (neither based on racism, nationality, religion, gender or age). House of Widsom Center is the social center of the Association which provides social, cultural and religious services to a large number of beneficiaries where: - A team conducting a geographical survey of Jabal Mohsen in order to assess the humanitarian situation then to ensure the appropriate assistance, whether in kind, material or services. - All kinds of activities whether awareness sessions, general culture, vocational rehabilitation and/or psychosocial support which are conducted by AICA employees or within the collaboration a number of local and international organizations. o Community Development: Community projects/ Livelihood and socioeconomic empowerment (especially the women empowerment project for cooking and preparing the substance "Beit ElMouneh", with acknowledge the remarkable initiative of Baskets of Peace's Substance) as well as encouraging several community led ... o Protection/ Education / Training: Qualitative Education (School in Akkar), Training for youth and Capacity Building of groups, communities and professionals. o Peace-building/ PSS through Support groups' discussions /Sport/ Arts/ Skills/ Workshops WHO WE ARE? A group of professionals and volunteers who aim community development and access to rights (Education/Health/Protection/Employment opportunities/Food/Personal skills' development ) with no discrimination, awareness and advocacy through awareness sessions and peace-building, support through encouraging youth led initiatives, and Psycho-Social Support through Arts, Sport as well as Productive workshops. WHY DO WE EXIST? We believe in human values and positive youth potential and we consider AICA exists to ensure a better access to basic Individuals' Rights and to assist vulnerable communities to rise-up facing their fact, believing in their potentials and values in order to think and make the necessary change into their lives. AICA calls for a social cohesion within respecting other's difference, a good communication and partnership to make Change through actions. WHAT WE DO? We provide community-based development program through education, Training, economic empowerment, women and youth's led based on Rights and acceptance of the different others in order to re-build peace and tie positive relations. We engage and empower vulnerable categories of community through combined projects to become programs such as Primary Health care; education; Protection; PSS via group discussions, arts and sports, Peace-building via livelihood training and workshops as well community led/initiatives, etc WHERE? We exist in Lebanon, since 1950, in Tripoli and Akkar.

Assist children, adolescents and adults in situations of social vulnerability in Barueri, facilitating access to rights through the development of autonomy, fostering culture and professional qualification.